Implementasi Pembelajaran Abad 21 terhadap Hasil Belajar IPA Peserta Didik dengan Pengendalian Motivasi Belajar

Abstract

Less optimal learning of science results in low learning outcomes of science. In overcoming this, it is necessary to apply variative learning in accordance with the demands of the current century, namely 21st century learning. The study aims to determine the effect of the implementation of 21st century learning on science learning outcomes in learners by controlling learning motivation. This research is experimental study. The study population was students of class V of SD Muhammadiyah 2 Kupang totaling 92 people and the sample used was 62 people, with a random sampling technique. Data were analyzed using one-way ANAVA test, ANAKOVA test, and product moment test. The instrument used in the form of science learning outcomes tests and questionnaires. The results showed that: 1) there was an effect of the implementation of 21st century learning on science learning outcomes with = 34.984> (0.05; 1:60) = 4.00. 2) There is an effect of the implementation of 21st century learning on science learning outcomes, after learning motivation is controlled by FA * = 36.106> (0.05; 1:59) = 4.00. 3) There is a significant contribution of learning motivation to the learning outcomes of science, by 66%. The implications of this study include: 1) educators play a more active and creative role in shaping 21st century learning in students by not only mastering science as a product, but especially as a process. 2) The implementation of 21st century learning requires patience, determination, creativity, innovation in designing learning so that students actually participate in learning so that the required skills are formed in accordance with the 21st century. 3) Adequate learning facilities to support learning so as to improve learning outcomes in a manner optimal.

Pengembangan Bahan Ajar Ipa Model P3e Berorientasi Metode Eksperimen Untuk Melatih Keterampilan Proses Sains Dan Critical Thinking Skills Siswa Sekolah Dasar

“…Berkaitan dengan rendahnya kemampuan literasi sains di level nasional hal ini juga terjadi pada suatu Provinsi yaitu Nusa Tenggara Timur, tepatnya di Kota Kupang. Total 4.024 SD di Nusa Tenggara Timur, 3.434 mempunyai laboratorium sekolah dan juga sarana ICT terdiri atas 3.330 (Aiman, 2020).…”

“…Pembelajaran IPA di sekolah dasar masih mengalami banyak kendala yang berakibat pada kurang optimalnya pembelajaran yang dilakukan. Beberapa kajian terdahulu yang meperkuat diantaranya (Meilani & Aiman, 2020) meningkatkan keterampilan berpikir kritis sekaligus keterampilan proses sains siswa yang berlandaskan teori konstruktivisme (Tortop, 2016).…”

Pengembangan Media Pembelajaran Flipbook Berbasis Literasi Sains pada Pembelajaran IPA Sekolah Dasar

“…Pembelajaraan abad 21 merupakan pembelajaran yang memadukan antara kemampuan kognitif, afektif, psikomotorik, dan penggunaan alat teknologi (Meilani & Aiman, 2020). Salah satu muatan pembelajaran yang dikemas dalam pembelajaran abad 21 adalah muatan pembelajaran Ilmu Pengetahuan Alam.…”

Implementation of Flora and Fauna-Based Smart Word Learning Media to Empower Elementary School Students' Motivation and Science Literacy

“…Untuk memahami tentang literasi sains maka siswa harus memiliki motivasi. motivasi belajar yang dimiliki siswa berbeda-beda, ada siswa yang memiliki motivasi dari dalam dirinya sehingga kemauan belajarnya lebih kuat (Meilani & Aiman, 2020). Tetapi ada siswa yang motivasi belajarnya siswa yang dipengaruhi oleh lingkungan dan dorongan dari orang sekitar.…”